Continuity of Learning Assignments Grade: 8th grade Subject: History

Day 11 and 12 Day 13 and 14 Day 15 and 16 Day 17 and 18 Day 19 and 20 Essential Activity Essential Activity Essential Activity Essential Activity Essential Activity HISTORY HISTORY HISTORY HISTORY HISTORY Achieve 3000 article “A Read “Reconstruction” and Achieve 3000 article “Civil De Jure vs. De Facto Achieve 3000 Article “Three Man of Courage” complete answer the questions. Create War and Reconstruction: segregation Reading People Who Changed the a venn diagram comparing Two Groups, Rights for All” and questions World” complete the reading the reading connections the two different plans for and summarize each Complete the reading connections and summarize Reconstruction. connections and summarize each paragraph. paragraph (click on blue each paragraph (click on arrows under blue arrows under each each paragraph) then paragraph) then complete complete activity and activity and thought thought question. question. Extension Extension Extension Extension Extension HISTORY HISTORY HISTORY HISTORY Nearpod Lesson “African Nearpod Lesson “The Civil HISTORY African American Voter Current Event Friday: American Heroes” Code Rights Movement: A Time Civil Rights Vocabulary Registration Activity- Take journal or sheet of paper Foldable- cut on the dotted OTDAB to Speak” Code BXQHO Analyze the graph by (keep up with every week) and Log in to Clever and go to Log in to Clever and go lines and fold in half. Look answering the write what is going on in the to the Nearpod app or go up the definition to the questions that news or new articles the Nearpod app or go vocabulary words and write accompany it. concerning the COVID-19 virus. to www.nearpod.com. Enter to www.nearpod.com. them on the inside of the the student code and that Enter the student code foldable. will take you directly into and that will take you the lesson. Read through, directly into the lesson. participate in the virtual Read through, participate field trip and answer any in the virtual field trip questions and answer any questions

Printed by: LAUREN ADAMS Printed on: March 27, 2020

A Man of Courage

Article

PART 1

COLUMBIA, South Carolina. In 1873, a new professor arrived at the University of South Carolina. The university had plenty of professors, but Richard Theodore Greener was unusual. He was an African-American man with a highly respected teaching position in the South not long after the Civil War—and slavery —had come to an end. In 2013, the University of South Carolina held a ceremony to honor Greener.

Photo credit and all related images: AP/University of South Carolina, Keith McGraw This photo shows a portrait of Richard Theodore Greener painted in 1984. Greener was the first African American to become a professor at the University of South Carolina in 1876, not long after the Civil War— and slavery—had come to an end.

"We are all extremely proud of this pathbreaker," said Bobby Donaldson, a history and African-American studies professor. Greener grew up in the northern city of at a time when slavery was still widespread in the South. In the 19th century, college was mostly reserved for well-to-do families who could afford to hire tutors. It was extremely rare for to have the chance to attend college, but a white supporter helped pay for a tutor for Greener. Greener was admitted to Oberlin College and then , where he graduated in 1870, five years after the end of the Civil War. After teaching high school for a few years, Greener took a position as a professor of philosophy, Latin, and Greek at the University of South Carolina. Greener was the university's first African-American professor. While teaching, he also studied law.

"The hiring of an African-American professor and the admission of black students—less than a decade after the end of slavery—were part of an extraordinary and daring experiment," Donaldson said.

Donaldson spoke at the ceremony where officials unveiled Greener's 1876 University of South Carolina law diploma and his law license, as well as a portrait of him. The papers were put on display at the university's South Caroliniana Library, which is dedicated to state history. The documents were part of an exhibit about the contributions that African Americans have made to the university.

"[Greener] must have been a courageous man," said university president Harris Pastides at the ceremony. "Imagine what it was like [for him to be here]."

What was the South like in the 1870s? Much of it had been left in ruins by the Civil War. In the years after the war, the U.S. government pursued a policy called Reconstruction. The goals were to help the South rebuild while also extending new opportunities for African Americans. It was during this era that the university hired Greener.

"It was a fascinating time in our history, a time of so much hope," said university archivist Elizabeth Cassidy West. "Reconstruction was an era when those who had been so oppressed believed they might achieve equality."

But changes in the government meant that Reconstruction didn't last long. It was over by 1877. The same year, South Carolina's government closed the University of South Carolina. It was reopened in 1880 as an all-white institution. African Americans were not welcomed back until the 1950s.

After South Carolina closed the university, Greener moved to Washington, D.C., to take a job at the U.S. Treasury Department and work as a professor (and then a senior administrator) at Howard University's law school. Greener began a law career in the early 1880s. Later, he served as a U.S. commercial agent to Vladivostok, . Greener settled in with relatives in 1908. Greener's law school papers were found in a Chicago home, though not the one where he lived. No one knows how the documents found their way into the Chicago home, where the papers were saved minutes before the structure was set to be torn down. But a worker kept them, and several South Carolina donors helped the university pay for the two documents.

"My heart just jumped when we unrolled them, and I saw the university seal," said West.

The Associated Press contributed to this story.

PART 2

Dig Deeper

Why would the University of South Carolina hire Richard Theodore Greener in 1873, only to change its policies a few years later and bar African Americans? When Greener was hired, the United States was in the midst of Reconstruction, a period during which opportunities for African Americans were expanded. But Reconstruction lasted only a few years.

Image credit: Public Domain Reconstruction gave African Americans the right to vote for the first time.

The era was called "Reconstruction" because it was a time when the nation was rebuilding after the Civil War. The war literally tore the nation apart. Long before it ended, U.S. government officials were debating about the best way to allow the southern states back into the Union. Should Southerners be punished for rebelling against the United States? Should African Americans, including former slaves, have the same rights as white Americans?

The two main political parties had very different answers. The more "radical" wing of the Republican Party felt that the South should be punished and that rights for freed slaves should be expanded. Democrats felt that the government should go easy on the South. In addition, they did not support civil rights for African Americans. President had supported the Union during the war. But he was a Democrat who was originally from the South. Johnson favored pardoning all southern whites except for Confederate leaders. This meant restoring their voice in the U.S. government, as well as their property (excluding former slaves). Johnson did not support extending rights to African Americans. According to Johnson's vision, southern states would have all-white governments that were free to pursue their own policies. Although the states couldn't reinstate slavery (which had been abolished by the 13th Amendment in 1864), they could make state laws that prevented racial equality.

Many lawmakers—particularly —objected to Johnson's approach to Reconstruction. They were determined that Reconstruction would proceed according to their vision. Two events gave them the power to make this happen: First, Republicans won the majority of Congressional seats in the Congressional elections of 1866. Second, northern lawmakers refused to allow most southern lawmakers to take their seats.

Once Republicans became dominant, they passed a number of measures to extend civil rights. In 1866, for example, Congress passed the Civil Rights Bill, meant to help bring about equality for African Americans. When President Johnson vetoed the bill, Congress had enough votes to override the veto. Congress also approved the 14th Amendment, which guaranteed citizenship (and most of the rights that go with it) to former slaves.

Johnson could do little to stop what was happening, although he tried. He repeatedly spoke out against Radical Republicans. And in 1867, he tried to dismiss Secretary of War , a supporter of the Radical Republicans. This action defied a law requiring the president to receive permission from the Senate before dismissing top government officials. The House of Representatives impeached Johnson (put him on trial) for his actions. In the end, Congress did not have enough votes to convict Johnson and remove him from office.

Congress took action to ensure that civil rights would be extended to African Americans in the South. As part of the Reconstruction Acts of 1867, Congress divided the southern states into military districts, overseen by U.S. soldiers. Lawmakers placed the southern states under martial law until the states adopted new state constitutions. The new constitutions were required to allow African Americans to vote, hold political office, and fill other powerful positions. Newly empowered black Southerners formed the majority of voters in the South. The 15th Amendment, which guaranteed the right to vote for black men, was ratified in 1870.

All of these actions angered white Southerners and fueled an effort to regain power. "White supremacy" groups like the Ku Klux Klan formed. They committed violent acts against African Americans and local Republican leaders. Many historians argue that the anger caused by Reconstruction did not reduce racism in the South but made it worse.

During the 1870s, support for Reconstruction began to fade away, even in the North. Many people began to believe that the South should be responsible for its own future. Gradually, the policies of Reconstruction were lifted. By 1876, only three southern states were still under Republican control. The presidential elections that year ended Reconstruction once and for all. How? The results from the election were close. Working behind closed doors, the two parties came to an agreement that settled the dispute. The states' votes went to the Republican candidate, Rutherford B. Hayes, giving him the victory. However, the Republicans agreed to withdraw federal troops from the South as well as appoint Democrats to some powerful positions in the U.S. government.

Once the federal government was no longer ensuring that African Americans' rights were protected, the South began to change. New laws and policies created a system of racial segregation and prevented African Americans from voting or holding powerful positions. This would last until the civil rights movement of the 1950s and 1960s.

Dictionary archivist (noun) someone who organizes historical documents and files extraordinary (adjective) amazing; not common oppress (verb) to keep down through harsh rule philosophy (noun) the study of ideas about knowledge, truth, the meaning of life, and so on portrait (noun) a painting or photo of someone racial segregation (noun) the act of keeping people of different races apart, usually by law Activity

PART 1

Question 1

What is this article mainly about?

Richard Theodore Greener, the first African-American professor at the University of South Carolina, was honored in a ceremony in 2013. In 1877, South Carolina's government closed the University of South Carolina, and it wasn't reopened until 1880. Richard Theodore Greener was unusual because he was an African American who had the opportunity to attend college in the 19th century. After the Civil War, the U.S. government pursued a policy called Reconstruction, which aimed to help the South rebuild while also extending opportunities for African Americans.

Question 2

Based on information in the article, which event must have taken place last?

This question asks about when events happened. It does not ask where in the article the events appear. Look back at the article for clues, such as dates.

The U.S. government introduced a policy called Reconstruction to rebuild the South.

Richard Theodore Greener accepted a position as a professor at the University of South Carolina.

Richard Theodore Greener accepted a position with the U.S. Treasury Department.

South Carolina's government closed the University of South Carolina.

Question 3

Which is the closest antonym for the word extraordinary, as it is used in the article?

Tragic

Unusual

Significant Routine

Question 4

Which of these is a statement of opinion?

The University of South Carolina should have recognized Richard Theodore Greener's contribution to the institution long before 2013. By 1877, Reconstruction had ended, and South Carolina's government closed the University of South Carolina the same year. The University of South Carolina reopened in 1880 as an all-white institution.

African Americans were not readmitted to the University of South Carolina until the 1950s.

Question 5

The reader can infer from the article that ______.

Although originally trained as a professor of philosophy, Latin, and Greek, Richard Theodore Greener preferred to practice law. In addition to being courageous, Richard Theodore Greener was also a highly intelligent and multitalented man. In addition to being courageous, Richard Theodore Greener was also the most famous person to emerge from the Reconstruction period. Although he successfully held jobs at Howard University and the U.S. Treasury Department, Richard Theodore Greener considered his position at the University of South Carolina to be his favorite.

Question 6

The article says: In the years after the war, the U.S. government pursued a policy called Reconstruction. The goals were to help the South rebuild while also extending new opportunities for African Americans.

Which means almost the same as the word pursued, as it's used above?

Overlooked Engaged in

Phased out

Amended

Question 7

This article could be placed in a category of news called "U.S. History." In which other category would this article fit best?

Chicago History

Careers in Law

Important Firsts

Southern Universities

Question 8

The author probably wrote this article in order to ______.

Defend the closing of the University of South Carolina for a time

Describe the typical career path to becoming a university professor in the 1870s

Provide information about political leadership during Reconstruction

Highlight an important historical figure from the 1800s Reconstruction After the Civil War, the United States had to go 1) Wh i hi pe iod called Recon c ion through a period of rebuilding. This period in history is called Reconstruction, because the nation was rebuilding itself to try to recover from the damage caused by the war. The war ended on April 9, 1865 when Lee and Grant signed the agreement at the courthouse in 2) How, where and when did President Lincoln Appomattox, Virginia. President Lincoln was killed die? only five days later on April 14 as he watched a pla a Fo d Thea e in Wa hing on D C B before his death, President Lincoln had written a plan fo eb ilding he So h P e iden Lincoln plan was a gentle one that would make it easy for all states to re-enter the Union. Here are the steps 3) Wh do o feel ha P e iden Lincoln plan a Confederate state would have to follow to get included a promise of loyalty and a formation back in the Union: of new state government? have at least 10 percent of its voters to promise their loyalty to the Union form a new state government that approved the amendment abolishing slavery (the 13th amendment) Reconstruction Af e P e iden Lincoln dea h P e1) idenWhat are the three reasons that Congress John on ied o follo Lincoln plan B hedidn end like conce ning he o he n a e in of 1865 there was only one state, Texas, that had P e iden Lincoln econ c ion plan not met requirements to re-enter the Union President Johnson said that the reconstruction period was over. Members of Congress had a different idea. They were upset that nothing had been done to p ni h he So h Cong e al o didn like he idea that the same leaders who had run the Confederacy were now running state go e nmen Thi d Cong e didn 2) likeWhy ha do you think Congress wanted to put happening to African American people in the Union soldiers in southern states? Explain. South. New state governments had passed Black Codes, a set of laws that severely limited the freedom of black people. So Congress decided to make i o n plan fo Recon c ion Cong e plan for Reconstruction said the South would be ruled by the until new state governments were formed new state governments would be run 3) We e Cong e p opo ed econ c ion plan by men who had been loyal to the Union- not by reasonable to you? Why or why not? the same people who had left the Union to form the Confederacy The Civil Rights Movement Vocabulary Foldable Directions: Cut out this foldable graphic organizer along the dotted lines and then fold and glue into your notebook. Underneath each term write a definition in your own words on one side and then draw a picture to represent the term on the other side of the flap.

Brown v. Board of Ed.

Desegregation

Montgomery Bus Boycott

Civil Disobedience

March of Washington

Civil Rights Act

Voting Rights Act

Freedom Riders

Massive Resistance

Glue here into Your Notebook Glue here into SNCC

The Civil RightsThe Movement IllustratedVocabulary Black Panthers

Printed by: LAUREN ADAMS Printed on: March 27, 2020

Civil War and Reconstruction: Two Groups, Rights for All

Article

Civil War and Reconstruction: Two Groups, Rights for All

PART 1

NIAGARA FALLS, New York. Not long ago, the NAACP (National Association for the Advancement of Colored People), marked a century of working to protect civil rights for all Americans. At the same time, Americans stopped to remember the Niagara Movement, a forerunner of the NAACP. The Niagara Movement was a civil rights group that protested segregation laws and racial injustice.

In the early 1900s, African Americans enjoyed few equal rights in the United States. Many African- American activists sought to change this. Booker T. Washington was perhaps the best-known activist of the time. Washington promoted a belief that advocated the temporary tolerance of injustices such as discrimination, segregation laws, and the absence of voting rights, with the belief that civil rights and equal treatment would be won in gradual steps. These steps would be taken as Photo credit and all related images: African Americans acquired more education and vocational skills. African Americans should resist AP File the urge to forcefully demand social and political equality, Washington taught, in favor of patience. Civil rights activists W.E.B. Du Bois helped to start two important civil Meanwhile, other prominent African-American civil rights activists, such as scholar W.E.B. Du Bois, rights organizations. grew frustrated with Washington's thinking. They considered it overly compliant. In 1905, Du Bois assembled a group of prominent African Americans for a conference to discuss the establishment of a bold organization dedicated to fighting more forcefully for civil rights.

A group of 29 activists planned to meet at Niagara Falls in New York. The group included educators, business owners, and religious leaders. However, typical of the discrimination faced by African Americans at the time, the men were turned away by racist hotel owners. The group ultimately met on the Canadian side of the falls. There, they were granted accommodations. Du Bois called this group the Niagara Movement. The name was a reference to the site of the organization's original meeting place and the group's intention to launch equal rights protests with a force like the power of Niagara Falls. By 1906, the organization had grown to include 170 members across more than 30 states.

The Niagara Movement aggressively fought for civil rights and protested segregation laws in the U.S. At one meeting, Du Bois articulated the group's primary objectives: "We claim for ourselves every single right that belongs to a freeborn American, political, civil and social; and until we get these rights we will never cease to protest....The battle we wage is not for ourselves alone but for all true Americans."

The Niagara Movement remained active until 1910. By this time, many people from the group had joined the NAACP, an organization that had formed a year earlier in response to the Springfield Race Riot of 1908. During the riot, the homes of more than 40 African Americans were burned, and at least six people were killed.

On February 12, 1909, many members of the Niagara Movement joined with a larger group. This group, which included both African Americans and whites, was called the NAACP. (W.E.B. Du Bois, the founder of the Niagara Movement, became a founder of the new organization as well.) An early focus of the civil rights group was to stop the lynchings that killed hundreds of African Americans each year. (At that time in U.S. history, hundreds of African Americans each year were the victims of lynchings. These were murders of people accused of crimes before they went on trial.) The NAACP conducted anti-lynching campaigns and promoted anti-lynching laws. The reduction in the number of killings that followed is credited to the NAACP.

The NAACP believed that legal action and nonviolent protests were the best ways to ensure equal rights for all Americans. In 1917, the NAACP won its first Supreme Court case. The Court issued a unanimous ruling that states could not segregate people into residential districts based on race.

In the 100-plus years of its existence, the NAACP has won numerous legal cases. The group has demanded liberty and justice not only for African Americans but for everyone. Today, the NAACP has more than 500,000 members and continues its pursuit of an America free of racial injustice.

The Associated Press contributed to this story. PART 2

Dig Deeper

In 1905, when W.E.B. Du Bois founded the Niagara Movement, many African Americans felt the need for more organized action. It had been 40 years since the end of the Civil War, and the cause of civil rights was not moving forward. In fact, many people believed it was moving backward.

Immediately after the Civil War, some lawmakers had advanced legislation designed to expand rights for African Americans. But in the decades that followed, the tide turned. In 1898, the U.S. Supreme Court ruled in Plessy v. Ferguson that separate facilities for whites and African Americans were allowed, as long as those facilities were "equal." This ruling not only said that racial segregation was acceptable, but it ignored the fact that facilities for African Americans were rarely equal in quality to those designated for white people. In addition, many states took steps to limit rights for African Americans, including the right to vote. Discrimination against African Americans occurred openly—in businesses, in neighborhoods, and in courtrooms. To make matters worse, acts of violence against black people went unpunished.

In this atmosphere, civil rights leaders emerged, eager to change attitudes. But these leaders did not agree on the best way to do this. As you read in "Two Groups, Rights for All," Booker T. Washington advocated for patience. He accepted segregation, as long as African Americans had economic opportunities and access to education. W.E.B. Du Bois believed that this was not enough.

Du Bois' vision of a more assertive civil rights organization led to the founding of the Niagara Movement. When activists met in Canada in 1905, they wrote a "Declaration of Principles," in which they outlined their vision for the future in regard to education, voting rights, economic opportunities, and more. One year later, the Niagara Movement held its first public meeting in the United States. The group chose to hold its meeting in Harpers Ferry, Virginia, where abolitionist John Brown led a rebellion in 1859. Brown later became a symbol of freedom for many African Americans.

At the conclusion of the meeting, the attendees heard "An Address to the Country," written by Du Bois. It stated, in part:

We will not be satisfied to take one jot or tittle less than our full manhood rights. We claim for ourselves every single right that belongs to a freeborn American, political, civil, and social; and until we get these rights we will never cease to protest and assail the ears of America. The battle we wage is not for ourselves alone but for all true Americans.

The members of the Niagara Movement resolved to work toward equality and justice. They had laid the groundwork for the modern civil rights movement.

Dictionary

aggressively (adverb) in a manner that is forceful and determined

articulate (verb) to express thoughts, feelings, or ideas

compliant (adjective) offering no resistance

segregation laws (noun) laws that legalize the separation of and discrimination against one ethnic, racial, or religious group

tolerance (noun) acceptance of different views

Activity

PART 1

Question 1 Which of these must have happened second?

This question asks about when events happened. It does not ask where in the article the events appear. Look back at the article for clues, such as dates.

Du Bois founded the Niagara Movement.

Booker T. Washington was born.

Du Bois helped form the NAACP.

The Springfield Race Riot took place. Question 2 What is the second paragraph mainly about?

The vocational skills that Booker T. Washington encouraged African Americans to obtain

Some instances of racial injustice that led Booker T. Washington to become a civil rights activist

The actions and ideas promoted by African-American activist Booker T. Washington

Some African-American activists who became famous for demanding social and political equality

Question 3 Which is the closest synonym for the word aggressive?

Illegal

Sensitive

Homicidal

Assertive

Question 4 According to the article, why was the NAACP established?

Because people were upset about the Springfield Race Riot, in which the homes of African Americans were burned

Because people heard about a Supreme Court case involving the segregation of people into residential districts based on race

Because people were upset with Booker T. Washington, who advocated temporary tolerance of racial injustice

Because people heard about the hotel owners who turned away African-American educators, business owners, and religious leaders

Question 5 The reader can infer from the article that ______.

In the 1900s, discrimination against African Americans was even worse in Canada than it was in the U.S.

Major change can be brought about by legal action, nonviolent campaigns, and peaceful protests.

Du Bois was disappointed about the Supreme Court's decision in the NAACP's 1917 segregation case.

The Niagara Movement was bigger, more vocal, and more successful in court than the NAACP.

Question 6 The article states: At one meeting of the organization, Du Bois articulated the group's primary objectives: "We claim for ourselves every single right that belongs to a freeborn American, political, civil and social; and until we get these rights we will never cease to protest." Which would be the closest synonym for the word objectives?

Oppressions

Requests

Complaints

Ambitions

Question 7 Which question is not answered by the article?

How were the Niagara Movement and the NAACP similar?

What was the name of the first Supreme Court case won by the NAACP?

What did the NAACP do to reduce the number of lynchings in America?

How were Washington's ideas different from Du Bois' ideas?

Question 8 Which of these is most important to include in a summary of this article?

In 1905, racist hotel owners turned away a group of African-American educators, business owners, and religious leaders.

Booker T. Washington was one of the most well-known civil rights activists of the 20th century.

During the Springfield Race Riot of 1908, the homes of African Americans were burned, and at least six people were killed.

The Niagara Movement and the NAACP were both created to fight for civil rights in America.

PART 2

Question 9 Look at page 2 of the Article. Which two statements were key parts of the 1898 U.S. Supreme Court case called Plessy v. Ferguson?

African Americans only had limited voting rights.

Racial segregation was allowed in the U.S.

Facilities for African Americans could be of lower quality than those for whites.

Whites and African Americans could have separate but equal facilities.

The groundwork must be laid for the modern civil rights movement.

Question 10 Look at page 2 of the Article. Drag the details about W.E.B. Du Bois and Booker T. Washington to the appropriate sections of the Venn diagram.

Accepted segregation if Founded the Niagara Asked African Accepted segregation if Founded the Niagara Asked African Americans AfricanAfrican Americans had had MovementMovement Americansto be patient to be patient economiceconomic and educationaleducational opportuni... opportunities Supported public protest Advocated for civil rights Supported public protest Advocated for civil rights asas aa wayway of bringingbringing inin thethe earlyearly 1900s1900s aboutabout changechange

A:W.E.B. Du Bois B:Both C:Booker T. Washington

Name:

African-American Voter Registration

Although the fifteenth amendment granted suffrage to African Americans males, southern whites came up with ways to prevent African Americans from voting. Some states issued poll taxes, which prevented many poor African American males from voting. Other methods included using a literacy test, which was nearly impossible to pass. In order to protect illiterate whites, states also utilized the grandfather clause. On August 6, 1965, President Johnson signed the Voting Rights Act banning literacy tests and other laws that kept blacks from voting. Finally, African Americans had gotten complete suffrage rights. Use the graph below to answer the following questions.

African American Voter Registration

100 Percent of Registered 50 Voters 1960 0 TX A M SC G 1971 State

1. In 1960, what percentage of African Americans were voting in Mississippi?

2. What three states demonstrated the greatest increase in percentage of registered African American voters between 1960 and 1971?

3. What was the Voting Rights Act? Name______

De Jure vs. De Facto Segregation

Segregation has long been an issue in the United States of America, as well as other countries. Segregation can generally be broken into two different types. What are those two types? How does one differentiate between the two?

The two different forms o f segregation are de jure segregation and de facto segregation. De jure is a Lat i n p h r as e w h i ch mean s “ acco r di n g t o l aw . Th i s means that de jure segregation is legally established and enforced by law. De facto is a Latin phrase which mean s “ i n fact “ i n o r r eal i t y . Th er efo r e, de fact o segregation is not enforced by law, it merely exists based on where people choose (or are financially able) to live, work, and go to school.

De jure segregation became law in the United States in the 1890s. More and mor e states began passing segregation laws with the intention of keeping African Americans separated from whites, thus fo r ci n g t h em i n t o t h e -rcl o as l e s o ci f “ t s i eco z en n d s . Th es e s egr egat i o n l aw s w er e challenged by the Supreme Court case of Plessy v. Ferguson in 1896. However, the Supreme Court ruled that these laws were constitutional, as long as the segregated facilities were “ s ep ar at e bu t eq u al . Th er efo r e, de j u r e s egr egat i o n became t h e l aw o f t h e l an d. Th es e “ s ep ar at e bu t eq u al l aw sely became known co as lthe l Jim ect Crow i v laws and remained in place throughout the first half of the 20 th Century.

In 1954, another Supreme Court case, Brown v. the Board of Education of Topeka, KS , was the first step in removing de jure segregation from the United States. The Supreme Court determined that separate but equal schools were unconstitutional. Other aspects of life continued to be segregated by law throughout the 1950s, 60s, and even into the 1970s in some places. However, through the diligent efforts of civil rights activists, de jure segregation is no longer legal in the United States.

De facto segregation was not enforced by law, but could be just as effective at segregating different groups of people. In the first half of the 20 th Century, African Americans left the South in droves and moved to larger cities in the North. At the time, many white residents in these communities had no desire to live near African Americans, so they m oved out of the cities and into suburbs. This had the effect of leaving large inner -city urban areas with almost exclusively black populations and suburbs, on the outskirts of cities, with almost exclusively white populations. This evacuation of the inne r-ci t i es fo r t h e s u bu r bs h as beco me k n o w n as “ w h i t e fl i gh t .

Other measures were unofficially practiced to ensure that these communities remained segregated. In some cases, banks would Words to watch for: refuse loans to black customers if they intended to purchase a home de jure de facto in a known white area. Some neighborhoods would over -inflate the price of their homes in order to discourage prospective black diligent urban buyers. Some homeowners even made secret agreements with their neighbors that they would not sell their home to African Americans.

Many of these types of practices are still in use today in places around the country. As a result, de facto segregation remains a part of American society. However, most would agree that the United States has come a long way since the days of the Jim Crow era.

©Reading Through History Page 1

Name______

Multiple Choice: Select the choice that completes the statement or answers the question.

1.______Which of the following Supreme Court cases established de jure segregation as the law of the land? a. Brown v. the Board of Education of Topeka, KS b. Roe v. Wade c. Plessy v. Ferguson d. Marbury v. Madison

2.______In the Supreme Court case mentioned in the previous question, it was ruled that de jure segregation was constitutional as long as which of the following conditions were met? a. A sign must be posted stating that the facilities were segregated. b. The segregated facilities were supposed to be separate but equal. c. A provision stated that pregnant women and the elderly could use either facility, regardless of their race. d. The segregated facilities were not allowed to be within visual sight of each other.

3.______Which of the following best summarizes the decision reached by the Supreme Court in Brown v. the Board of Education of Topeka, KS? a. The Court determined that separate but equal laws were constitutional. b. The Court determined that separate but equal laws were unconstitutional in all public facilities, including restaurants, movie theaters, and restrooms. c. The Court determined that separate but equal laws were unconstitutional in schools. d. The Court determined that separate but equal laws would remain in place until the year 1970, at which point they would be done away with.

4.______Which of the following best explains why many large cities were left with an almost exclusive ly black population in their inner -city areas? a. Whites abandoned the inner -cities in favor of homes in the suburbs. b. African American business owners bought up homes so that blacks could purchase them. c. Whites understood the housing shortage their cities were facing, so they agreed to vacate their existing homes and make them available to African Americans. d. Cities passed ordinances which required blacks to live in designated parts of the city.

5.______Which of the following is not mentioned as a method for preventing African American s from buying homes in white neighborhoods? a. Banks would refuse loans to black customers. b. Some neighborhoods would over -inflate the price of their homes. c. Homeowners made secret agreements with their neighbors. d. Wealthy families would purchase the surrounding houses, so no one else could buy them.

Vocabulary: Match each word with its correct definition. Consider how the word is used in the lesson.

This might help you define each term. Use a dictionary to help if necessary. a. de jure d. urban b. de facto e. suburb c. diligent

6.______a constant or persistent effort

7.______according to law

8.______a residential area lying just outside a city

9.______in fact, or in reality

10._____ relating to a densely populated area within a city

Page 2 ©Reading Through History

Name______

Guided Reading: Fill in the blanks below to create complete sentences.

1. De jure segregation is legally established and enforced by ______.

2. De facto segregation exists based on where people choose to live, work, or go to ______.

3. De jure segregation became law in the United States in the ______.

4. Th e “ s ep ar at e bu t eqbecame u al collec l awtively s known as ______laws.

5. In 1954, another Supreme Court case, Brown v. the Board of Education of Topeka, KS was the first step in ______de jure segregation from the United States.

6. Other aspects o f life continued to remain ______by law throughout the 1950s, 60s, and even into the 1970s in some places.

7. De facto segregation was not enforced by law, but could be just as ______at segregating different groups of people.

8. In the first half of the 20th Century, African Americans lef t the South in droves and moved to larger cities in the ______.

9. In some cases, banks would refuse ______to black customers.

10. De facto segregation remains a part of ______society.

©Reading Through History Page 3

Name______

Summarize: Answer the following questions in the space provided. Attempt to respond in a complete sentence for each question. Be sure to use correct capitalization and punctuation!

1. Whose diligent efforts helped bring an end to de jure segregation?

2. What was the white evacuation of inner-cities known as?

3. When was Plessy v. Ferguson decided by the Supreme Court?

4. Where were African Americans leaving, in favor of large cities in the North?

5. Why were white residents moving away from the inner -cities?

6. How did banks attempt to keep certain neighborhoods segregated?

Student Response: Write a paragraph addressing the questions raised below. A thorough response should consist of three to five complete sentences.

7. Th er e ar e s t i l l man y de fact o “ w h i t e n ei gh bo r h o o ds an d “ Afr i can Amer i can n ei gh bo r h o o ds in America. What factors do you think led to de facto se gregation still being so prevalent in our society? Explain your answer as thoroughly as possible.

Page 4 ©Reading Through History

Printed by: LAUREN ADAMS Printed on: March 27, 2020

Three People Who Changed the World

Article

PART 1

February is Black History Month. Many African Americans deserve recognition for their contributions to help people gain civil rights. Here are the stories of three of them.

Harriet Tubman

As a woman and a slave, had fewer rights than most Americans, but Tubman's ingenuity and drive enabled her to win freedom for herself and hundreds of others.

Harriet Tubman was born in about 1820 on a Maryland plantation. The daughter of two slaves, Tubman was put to work at age five. When she was twelve, Tubman protected a slave from punishment. A cruel overseer threw a two-pound weight at the other slave but missed, Photo credit and all related images: hitting Tubman on the head instead. For the rest Library of Congress Photo of her life, Tubman experienced unpredictable blackouts as a result of this early injury.

In 1849, after spending her young adulthood as a field hand, Tubman decided to escape to the free North. She contacted a sympathetic white woman, who told her where she could find protection. Tubman could not flee at just any time, however—she decided that a Saturday night would be the best time to escape. Why? She knew that the plantation owner would not be able to post a runaway slave notice in the newspaper until Monday morning, so she would have plenty of time to cross into freedom. When night fell on Saturday, Tubman made her escape, following the North Star and eventually arriving in , . Once in the city, Tubman learned about the , a network of antislavery northerners, mostly black, who provided shelter and directions for runaway slaves along the route to the North. Tubman resolved to return to the South, using the Underground Railroad to bring slaves north.

Throughout the 1850s, Tubman returned to the South several times, eventually rescuing about 300 slaves (including her parents, brothers, and sisters) and sending them to Canada. Tubman managed to get every single slave to freedom, largely because she used clever tactics to accomplish her goal. For example, Tubman wore various disguises to escape notice. She also carried sleeping powder, which she would give to babies who cried. This would put the babies to sleep so that they wouldn't reveal the runaways. In addition, Tubman did not allow any of the runaways to leave the group and return to the South, even if it looked as if the group would be discovered. "You'll be free or die," she would tell the group.

Tubman risked her own freedom, and possibly her life, to help other slaves. Within a few years, she was a well-known fugitive slave. Abolitionists praised her, but pro-slavery forces felt she should be severely punished, or at least returned to slavery. By 1856, the reward for Tubman's capture was $40,000, a huge sum of money in those days. The risk involved did nothing to slow Tubman's efforts.

Tubman continued to strive for civil rights even after slavery was abolished, working on behalf of women and former slaves. Tubman died in 1913 in Auburn, New York.

Frederick Douglass

Frederick Douglass was born into slavery, but the power of words set him free.

Born in Maryland in 1817, Frederick Augustus Bailey was the son of a slave woman and an unknown white man. Unlike most slaves, Frederick learned how to read, soliciting lessons from the few people who were willing to help. He then tried his best to obtain whatever books he could. Some of Frederick's reading was about the injustice of slavery. Library of Congress Photo In 1838, Frederick escaped to New York City and then settled in Massachusetts with his wife. He changed his last name to Douglass and began to work to end slavery. In 1841, Douglass met , a prominent abolitionist, and was invited to speak about his experiences as a slave at abolitionist meetings. Douglass proved to be a powerful speaker, and he began to travel around the North, relating his experiences. In 1845, Douglass published a memoir called Narrative of the Life of Frederick Douglass. In 1847, Douglass started publishing The North Star, a newspaper that championed the rights of free blacks, slaves, and women. His work on The North Star made Douglass a respected journalist.

Douglass never stopped working for civil rights. During the Civil War, he urged President Lincoln to abolish slavery and recruited northern blacks, including his own two sons, to fight in the Union Army (for the North). After the war, Douglass spoke out for the rights of former slaves.

Frederick Douglass died in 1895.

Martin Luther King

During the 20th century, African Americans continued to fight for more rights. Martin Luther King was at the forefront of this struggle.

Martin Luther King was born in Atlanta in 1929 and attended the city's segregated public schools. King excelled in school and decided to follow his father's footsteps into the ministry. In 1955, King earned a doctorate in theology from Boston University.

King had been ordained as a Baptist minister at age 18, and in 1954, he accepted a post at a church in Montgomery, Alabama. King's congregation was largely made up of anti- segregation activists. The new minister threw Photo from Library of Congress with permission of United Press himself into their activities, organizing a boycott International of Montgomery's segregated buses. In 1956, the city desegregated its buses. King was victorious, but his work was just beginning.

In 1957, King organized the Southern Christian Leadership Conference (SCLC) to oppose racial segregation. The SCLC advocated non-violent but direct protest, organizing marches, demonstrations, and boycotts that disrupted segregated businesses and forced them to grant more rights to African Americans.

The SCLC's campaigns gained national attention, particularly after a 1963 Alabama protest, during which King was arrested and sent to jail. While behind bars, he wrote a letter in which he argued that people had the moral responsibility to disobey unjust laws. The civil rights movement gained support, and King became a national figure. Later that year, King organized a March on Washington for civil rights. With 200,000 people at his feet, King made his famous "I Have a Dream" speech, in which he said, "I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." Many people still take inspiration from his words.

King continued to work for civil rights. In the mid 1960s, he met resistance from other civil rights workers, who felt that his non-violent approach was not effective enough. King began shifting his focus to the North, where African Americans were experiencing discrimination and poverty. By 1968, poverty was becoming a major focus of his attention.

King's life was cut short on April 4, 1968, when an escaped convict shot and killed him. Today, many Americans remember King as a national hero.

PART 2

Dig Deeper

You just read about the lives of Harriet Tubman and Frederick Douglass. Born three years apart, Tubman and Douglass were both raised as slaves in Maryland, and they both escaped slavery and became well-known abolitionists. Beyond that, the similarities fade. But their very different stories show how many roles there were to play in the abolitionist movement.

Douglass and Tubman were both deeply affected by slavery. Tubman suffered intense physical punishment, and—according to his autobiography—Douglass at least witnessed this kind of punishment being inflicted on other slaves. But there was a crucial difference between their early experiences—as a child, Douglass had the opportunity to learn how to read and write, while Tubman, like most slaves, never had this chance. In fact, throughout her life, Tubman signed her name with an "X." Many slave owners feared that literacy would give slaves and former slaves too much power. In the case of Douglass, literacy would give him the power to spread his anti-slavery message.

Both Tubman and Douglass were able to escape slavery. Historians say that living in Maryland helped them reach freedom, since the state bordered on free states and was home to many abolitionists and free blacks who wanted to help slaves run away.

After Douglass and Tubman escaped, their lives followed different paths toward the same goal. Using his gifts of language, Douglass wrote impassioned articles and speeches and traveled the nation, expressing the need for abolition. Tubman could have done this; an escaped female slave named Sojourner Truth, who was also illiterate, traveled the country speaking out for abolition. But Tubman had her own gifts to put toward the cause. Working on the Underground Railroad, risking her own life to return to the South again and again, Tubman would sing songs, using the words to convey messages to the runaway slaves. For instance, the song "Wade in the Water," meant that the slaves should walk through brooks and streams so that slave owners' dogs could not catch their scent. Tubman's work was grueling and terrifying, but she was persistent.

In 1868, three years after the end of the Civil War and slavery, Douglass wrote a letter to Tubman. He observed that they had both worked hard for abolition, but that as a writer and public orator, he had received "the applause of the crowd and the satisfaction that comes of being approved by the multitude." On the other hand, he pointed out, Tubman's work had been concealed by necessity, as she had no choice but to lead the runaway slaves during the night. "The midnight sky and the silent stars have been the witnesses of your devotion to freedom and of your heroism," Douglass wrote. He felt that Tubman deserved equal recognition, despite having worked outside of the spotlight.

Dictionary

abolitionist (noun) a person who supported outlawing slavery

boycott (noun) refusal to participate in something

doctorate (noun) a high academic degree

ingenuity (noun) skill; creativity

ordain (verb) to give ministerial functions to someone

segregated (adjective) separated by law

tactic (noun) a plan or strategy

theology (noun) the study of religion

Activity

PART 1

Question 1 Take a look at the map above. Based on the map and information in the article, what can the reader tell about the state where Harriet Tubman was born?

It had some cities where African Americans were free.

It bordered a free state to the north.

It had some plantations where African Americans were free.

It bordered a free state to the west.

Question 2 The reader can tell from Harriet Tubman's experience that ______.

Only a few runaway slaves made it to the North.

Many people saved money to give to runaway slaves.

Many people worked together to help runaway slaves.

Only a few runaway slaves decided to leave the South. Question 3 Which of these is a key difference between Harriet Tubman's story and Frederick Douglass' story?

Harriet Tubman acted peacefully to help slaves, while Frederick Douglass used force to help slaves. Harriet Tubman took action to help slaves, while Frederick Douglass used words to help slaves.

Harriet Tubman was an abolitionist, while Frederick Douglass was never an abolitionist.

Harriet Tubman was once a slave, while Frederick Douglass was never a slave.

Question 4 Based on the article, the reader can infer that Martin Luther King's Montgomery bus boycott was probably successful because ______.

Fewer people rode the buses, causing the bus companies get upset.

More people rode the buses, causing the buses to get crowded.

African Americans were not allowed to drive buses.

African Americans were not allowed on the buses.

Question 5 According to the article, why did Martin Luther King feel that it was acceptable to do something that would get him arrested?

King felt that he needed to be arrested in order to show people that it was not a big deal.

King felt that he had a responsibility to break unfair laws in order to get them changed.

King felt that he needed to go to jail in order to show people that it was not glamorous.

King felt that he had a right to break any law in order to get the public's attention.

Question 6 Which of these is a synonym for the word ingenuity?

Deceit

Cleverness

Luck

Education

Question 7 Which of these is a synonym for the word tactic?

Notion

Attack

Statement

Method

Question 8 Why would William Lloyd Garrison have asked Frederick Douglass to speak in support of ending slavery?

Douglass could make slavery seem more fair by talking about his own experiences.

Douglass had already proven himself to be a powerful speaker.

Douglass could make slavery seem more real by talking about his own experiences.

Douglass had already proven himself to be a popular speaker.